Essay on My Philosophy of Education

1206 Words 5 Pages
As an educator we all struggle with philosophy and where to go from there once we decide what our set of beliefs are. Once we put our philosophy in place, we then struggle with changing our philosophy. I believe that philosophies can be always changing any given situation and in order for growth as an educator we have to be aware of the situations that can change our philosophy, as well as being true to our core beliefs. However, in order for this to happen we must understand what philosophy is, and what it is not and how it fall in line with ideology and theories. For this assignment, I will compare and contrast philosophy, ideology, and theory.
Philosophy is the most beliefs about what is true or real according to individual values
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Invariably, each answer to the questions we ask ourselves in the realm of metaphysics is going to vary from person to person because there is NO right answer.
How does metaphysics play a part in education? Well, again, it is about foundation. Every educational program needs to be based upon reality and facts, not imagination or illusion. Having differing metaphysical beliefs can lead to varying different educational approaches – methods can be dramatically different as whether the universe was created by the big boom, or created by God, or if mankind evolved from apes. Metaphysics can be a huge underlying factor of everything we do within the classroom.
Another component of philosophy is epistemology. Epistemology seeks vary simplistic answers, but can be considered to be closely related to metaphysics (Gutek, 2009). Epistemology allows us to ask questions such as how do we know what we know; what is the truth; how do we learn; for this component, we deal with issues of dependability of the knowledge and the validity of the sources of the knowledge (Gutek, 2009).
In regards education, epistemology deals with the knowledge process and in understanding this, educators are engaged in this undertaking. It has a direct impact upon the assumptions of the sources of knowledge
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